Over the past 15 years, we have developed, implemented, and tested the efficacy of an intervention program designed to reduce problem behavior and enhance family management skills during the middle-school years. The Adolescent Transitions Program (ATP) is a multitiered, school-based intervention designed to reduce problem behavior by enhancing family management skills and parent involvement. The goal for the proposed research is to empirically refine and improve a comprehensive family-centered prevention strategy for reducing and preventing adolescent substance use and other problem behaviors. It is clear from our previous research and practical experience working in the public-school setting that we need to improve ATP in three critical areas to build on previous significant effects and enhance the potential for future dissemination and large-scale implementation: (a) improve the feasibility of both the universal level and the indicated level of the intervention by broadening the intervention components and systematically embedding these components into the current behavioral support system in the schools; (b) address the transition from middle to high school, with special attention to academic engagement and reduction of deviant peer clustering, and: (c) explicitly incorporate principles of successful interventions with families and young adolescents of diverse ethnic groups into both our universal and indicated models. Finally, a general goal is to develop, test, and refine a set of research-based instruments that facilitate evaluation, training, implementation, and monitoring of intervention fidelity to maximize the potential success of implementation and large-scale dissemination. In the proposed research, we plan to work within 3 different middle schools in Portland, Oregon, with a sample of approximately 540 youth. Families will be assigned randomly to receive either the ATP program or treatment as usual. Within our experimental group, we will refine further our intervention to enhance engagement across different ethnic groups with a new Culturally Enhanced Family Check-Up. Assessments will be collected for 5 years through the 10th grade. High-school transition planning and intensive intervention efforts will occur in Grades 7-9. The immediate impact of this intervention will be assessed during the 9th- and l0th-grade years. We hypothesize that our intervention will reduce the growth of problem behavior and substance use through the enhancement of family management and parent involvement in school.

Agency
National Institute of Health (NIH)
Institute
National Institute on Drug Abuse (NIDA)
Type
Research Project (R01)
Project #
5R01DA018374-03
Application #
7189862
Study Section
Community-Level Health Promotion Study Section (CLHP)
Program Officer
Crump, Aria
Project Start
2005-05-27
Project End
2010-02-28
Budget Start
2007-03-01
Budget End
2008-02-28
Support Year
3
Fiscal Year
2007
Total Cost
$614,316
Indirect Cost
Name
University of Oregon
Department
Psychology
Type
Schools of Education
DUNS #
948117312
City
Eugene
State
OR
Country
United States
Zip Code
97403
Siddique, Juned; de Chavez, Peter J; Howe, George et al. (2018) Limitations in Using Multiple Imputation to Harmonize Individual Participant Data for Meta-Analysis. Prev Sci 19:95-108
Stormshak, Elizabeth; Caruthers, Allison; Chronister, Krista et al. (2018) Reducing Risk Behavior with Family-Centered Prevention During the Young Adult Years. Prev Sci :
Stormshak, Elizabeth; DeGarmo, David; Chronister, Krista et al. (2018) The Impact of Family-Centered Prevention on Self-Regulation and Subsequent Long-Term Risk in Emerging Adults. Prev Sci 19:549-558
Brown, C Hendricks; Brincks, Ahnalee; Huang, Shi et al. (2018) Two-Year Impact of Prevention Programs on Adolescent Depression: an Integrative Data Analysis Approach. Prev Sci 19:74-94
Connell, Arin M; Stormshak, Elizabeth; Dishion, Thomas et al. (2018) The Family Check Up and Adolescent Depression: An Examination of Treatment Responders and Non-Responders. Prev Sci 19:16-26
Brincks, Ahnalee; Montag, Samantha; Howe, George W et al. (2018) Addressing Methodologic Challenges and Minimizing Threats to Validity in Synthesizing Findings from Individual-Level Data Across Longitudinal Randomized Trials. Prev Sci 19:60-73
Danzo, Sarah; Connell, Arin M; Stormshak, Elizabeth A (2017) Associations between alcohol-use and depression symptoms in adolescence: Examining gender differences and pathways over time. J Adolesc 56:64-74
Klostermann, Susan; Connell, Arin; Stormshak, Beth (2016) Gender Differences in the Developmental Links Between Conduct Problems and Depression Across Early Adolescence. J Res Adolesc 26:76-89
Margolis, Kathryn L; Fosco, Gregory M; Stormshak, Elizabeth A (2016) Circle of Care: Extending Beyond Primary Caregivers to Examine Collaborative Caretaking in Adolescent Development. J Fam Issues 37:1179-1202
Fosco, Gregory M; Van Ryzin, Mark J; Connell, Arin M et al. (2016) Preventing adolescent depression with the family check-up: Examining family conflict as a mechanism of change. J Fam Psychol 30:82-92

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